RUcore: Rutgers University Community Repository
Learning to enact effective interactions in a practice-based course
Descriptive
TitleInfo
Title
Learning to enact effective interactions in a practice-based course
Name
(type = personal)
NamePart
(type = family)
Kumar
NamePart
(type = given)
Anita R.
NamePart
(type = date)
1967-
DisplayForm
Anita R. Kumar
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Battey
NamePart
(type = given)
Daniel
DisplayForm
Daniel Battey
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Lobman
NamePart
(type = given)
Carrie
DisplayForm
Carrie Lobman
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Ryan
NamePart
(type = given)
Sharon
DisplayForm
Sharon Ryan
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Kazemi
NamePart
(type = given)
Elham
DisplayForm
Elham Kazemi
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(encoding = w3cdtf);
(qualifier = exact)
2019
DateOther
(encoding = w3cdtf);
(qualifier = exact);
(type = degree)
2019-10
CopyrightDate
(encoding = w3cdtf);
(qualifier = exact)
2019
Language
LanguageTerm
(authority = ISO 639-3:2007);
(type = text)
English
Abstract
(type = abstract)
Teaching has been labeled as “complex, unnatural, intricate and problematic” (Ball & Forzani, 2009, p.501). Observing teachers, and reading or studying about teaching, is not enough to develop the body of knowledge and skills required to teach. It requires carefully designed learning opportunities that support pre-service teachers (PST) in deliberately and purposefully engaging with the practices of teaching (Grossman, Hammerness & McDonald, 2009).
This dissertation examines what happens when a course designed using practice-based teaching approaches, namely the Framework for teaching practice (Grossman, 2011), the Learning cycle to enact core practices (McDonald, Kazemi & Kavanagh, 2013) the Classroom Assessment Scoring System (CLASS; Pianta, LaParo & Hamre, 2008), and a sequence of practice-based learning activities using video-analysis and rehearsals, is implemented. I examined the implementation and outcomes of this course by analyzing course documents, observations and field notes, CLASS™ ratings, focus group and my researcher journal. Study findings include details about gains in PSTs’ knowledge and skills related to effective interactions, particularly Emotional Support and Classroom Organization interactions, and challenges with Instructional support interactions. I also detail my instructional interactions with the ECE-PSTs in the course, to reflect on my enactment of practice-based pedagogy.
I present my findings in a portfolio that includes three artifacts: 1) a research article for publication in a scholarly journal for early childhood teacher educators; 2) an article for publication in a practitioner journal; and 3) a conference presentation on implications for practice based program design. The study will help my readers understand and use new ways of organizing practice-based learning opportunities in early childhood teacher preparation programs, while also providing guidance for much-needed research.
This dissertation examines what happens when a course designed using practice-based teaching approaches, namely the Framework for teaching practice (Grossman, 2011), the Learning cycle to enact core practices (McDonald, Kazemi & Kavanagh, 2013) the Classroom Assessment Scoring System (CLASS; Pianta, LaParo & Hamre, 2008), and a sequence of practice-based learning activities using video-analysis and rehearsals, is implemented. I examined the implementation and outcomes of this course by analyzing course documents, observations and field notes, CLASS™ ratings, focus group and my researcher journal. Study findings include details about gains in PSTs’ knowledge and skills related to effective interactions, particularly Emotional Support and Classroom Organization interactions, and challenges with Instructional support interactions. I also detail my instructional interactions with the ECE-PSTs in the course, to reflect on my enactment of practice-based pedagogy.
I present my findings in a portfolio that includes three artifacts: 1) a research article for publication in a scholarly journal for early childhood teacher educators; 2) an article for publication in a practitioner journal; and 3) a conference presentation on implications for practice based program design. The study will help my readers understand and use new ways of organizing practice-based learning opportunities in early childhood teacher preparation programs, while also providing guidance for much-needed research.
Subject
(authority = local)
Topic
Interactions
Subject
(authority = RUETD)
Topic
Teacher Leadership
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_10122
PhysicalDescription
Form
(authority = gmd)
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (iii, 132 pages) : illustrations
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
TitleInfo
(type = alternative)
Title
Effective interactions in a practice based course
Subject
(authority = LCSH)
Topic
Elementary school teachers -- Training of
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-vkpa-pt12
Genre
(authority = ExL-Esploro)
ETD doctoral
Back to the top
Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Kumar
GivenName
Anita
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2019-07-13 11:28:29
AssociatedEntity
Name
Anita Kumar
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top
Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
CreatingApplication
Version
1.4
ApplicationName
macOS Version 10.14.5 (Build 18F132) Quartz PDFContext
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2019-07-16T20:28:41
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2019-07-16T20:28:41
Back to the top
Statistical Profile